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Kristian Adi Putra
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Teacher Agency in Multilingual Education Policy in an Islamic Boarding School in Indonesia Muhammad Abdurrizal; Sumardi Sumardi; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.648 KB) | DOI: 10.35445/alishlah.v14i3.1206

Abstract

The issue of the role of teacher agency in teacher professional development and school reform has increased significantly over the last decade. This article explores teacher agency in multilingual education policy in an Islamic Boarding School context and how they translated multilingual language policy into their class. Research on teacher agency within multilingual language policies has been widely conducted in public schools in many countries, but in Indonesia, the topic is relatively under-researched. Indonesia has an educational model born from local wisdom and applies multilingualism for student competence, namely Islamic boarding schools. This case exploratory study takes data from 3 teachers from various subjects such as (English, Religion, and Biology) at an Islamic boarding school at the same level as senior high school. Thematic analysis is applied to analyze the phenomenon regarding the multilingual education policy. This study reveals that teachers as agents in multilingual education policies run classes based on beliefs and abilities. Data was collected by interviewing teachers as agents in implementing multilingual education policies. The implication of this research is to provide a reference for education practitioners in adjusting to the implementation of multilingual education.
Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment Ma'rifatul Ilmi; Nur Arifah Drajati; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2494

Abstract

Many studies have investigated students’ perceptions of experiencing technology-based English as Foreign Language (EFL) learning, particularly as a result of the Covid-19 Pandemic period. Only a few studies have considered the students’ perceptions of the teachers’ knowledge of integrating technology into the teaching and learning process. Thus, this study explored how students perceived their teacher’s knowledge of technology integration in teaching, especially in the case of technology pedagogy and content knowledge (TPACK) in the online classroom. A case study was applied in this study with five participants selected purposively. This study was mainly guided by six survey items validated by Chuang et al. (2018) about assessing teachers’ TPACK from the students’ perspectives. These six items were used as the guiding questions during the semi-structured interview. Further, this study also gathered data from the students’ responses or written reflections after class. Data were then analyzed thematically. The results indicated that these students perceived the teacher as having sufficient knowledge of teaching the subject matter. The TPACK knowledge, however, needed more attention to developing. It implied that educational policymakers, not limited to the institutional stakeholders and practitioners, should provide a TPACK-based professional development program to strengthen the teachers’ proficiency in technology-enhanced foreign language teaching.
The Emotional Experience of In-Service English Language Teachers During Pandemic Virtual Classrooms Lusiana Pratiwi; Joko Nurkamto; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3589

Abstract

The paper reports on an in-depth. A narrative inquiry of the emotional experience of in-service English teachers during virtual pandemic classrooms. The data are derived from the teachers’ semi structured-interviews. The data were analyzed with Andy Hargreaves’s emotional geography framework, which focuses on the physical aspects of schooling. Through five stories that recount their experiences in different physical emotional geography, they understand and misunderstand different aspects of schooling during virtual pandemic classrooms. The stories will raise various physical geography emotions, both positive and negative emotions. They will need them to create strategies to manage their emotions. In conclusion, as teachers, they need to understand each other’s work emotionally.
Framing Culture in EFL Textbooks: A Critical Discourse Analysis at Islamic School Fajrin Diana Putri; Djatmika Djatmika; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.4417

Abstract

This present study aims to explore the cultural values represented in the local EFL textbook as a source of learning materials in Islamic Junior High Schools. This study implemented a qualitative approach as a research design. Three English teachers as participants were recruited purposively. The data collected from textbook analysis using the types of speech acts, and politeness strategies through the theory of Critical Discourse Analysis. Semi-structured interviews were conducted to strengthen the data. Then, the data were analyzed thematically. The study revealed that local English textbooks effectively represented cultural values and beliefs. The finding showed that the EFL local textbooks effectually encourage cultural awareness and English language proficiency among students. The cultural values performed in the textbook are greetings, politeness, self-introduction, hobbies, and family interactions, which exhibit the polite culture of how Indonesians communicate. The representation of family lunch highlighted the tradition that shapes Indonesian culture. Additionally, it implied that the teachers perceived the content in the textbook because it highlights moral values that are suitable in Indonesian culture. It has a significant implication for establishing English curricula to construct a proper local English textbook for Islamic junior high school students. This study demonstrated that local English textbooks included interesting and collaborative activities that highlighted Islamic traditions, fostering tolerance and respect. It also highlighted moral and cultural values that students could use to develop good manners.
Teachers’ Multilingualism Belief and Practice in Indonesian EFL Classroom Alam Djati Nugraheni; Joko Nurkamto; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.2908

Abstract

This narrative case study aimed to explore EFL teachers' beliefs and practices regarding multilingualism in Indonesia. The data for this study was collected through observations and interviews with three EFL teachers in a public junior high school in Indonesia who were chosen, based on purposive sampling, who have experience in EFL teaching and have graduated from the relevant study program. The collected data were analyzed using thematic analysis. This study revealed that teachers' beliefs and practices are in line. They used multilingualism in EFL teaching, namely Indonesian, the local language, and English as the language of instruction. They used those languages to make their students easier to understand. Moreover, multi-language is used because not all students have good English, and it also aims to maintain students' indigenous languages. Generally, this study concluded that EFL teachers' beliefs are a factor that influences their classroom language policy, and teachers' attitudes toward multilingualism have an impact on students' language practices. Hopefully, this research can improve the teacher's understanding and provide a reference for relevant future research. Further research could look at more than three EFL teachers and use the other technique for collecting data and analyzing documents from teachers and students to gain a better understanding.
From Novice to Expert: Masters’ ELT Students’ Voices on the Emotional Geography in Thesis Proposal Writing Difficulties Shofiatu Fikri; Sumardi Sumardi; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4781

Abstract

Research on the emotions felt by master’s students in the face of difficulties during the process of writing a thesis proposal has been scarce in higher education.  This study adopted a qualitative approach, while the type of research was a narrative inquiry. This study used semi-structured interviews to explore three masters' ELT students’ emotional geography in      writing thesis proposals at a university in Indonesia and using thematic analysis to analyze the data. This study was framed by Emotional Geography (EG) as a means for understanding masters' ELT students' voices in thesis proposal writing. This result revealed that masters’ ELT students experienced various emotions, such as positive and negative emotions, that arise through their relationship and interaction with their thesis supervisor, which influenced the writing of their thesis proposal. As such, EG has provided insight about the role of emotional aspects which thesis supervisors can apply as a strategy for building relationships with students that support the proposal writing process.
Co-Authors Alam Djati Nugraheni Ashar Fauzi Djatmika Djatmika Fajrin Diana Putri Joko Nurkamto Lusiana Pratiwi Ma'rifatul Ilmi Muhammad Abdurrizal Nur Arifah Drajati Shofiatu Fikri Sumardi, Sumardi